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Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education

Journal of science education and technology, 2020-02, Vol.29 (1), p.1-8

2020

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Modeling and Measuring High School Students’ Computational Thinking Practices in Science

Journal of science education and technology, 2020-02, Vol.29 (1), p.137-161

2020

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C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Journal of science education and technology, 2020-02, Vol.29 (1), p.83-100

2020

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Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Journal of science education and technology, 2013-08, Vol.22 (4), p.449-462

2013

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Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education

Journal of science education and technology, 2018-10, Vol.27 (5), p.385-403

2018

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Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Journal of science education and technology, 2023-02, Vol.32 (1), p.96-110

2023

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The role of STEM Education in improving the quality of education: a bibliometric study

International journal of technology and design education, 2023-07, Vol.33 (3), p.819-840

2023

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Inquiry-based science education in science teacher education: a systematic review

Studies in Science Education, 2024-07, Vol.60 (2), p.191-249

2024

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Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study

Journal of science education and technology, 2020-02, Vol.29 (1), p.65-82

2020

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A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education

Journal of science education and technology, 2020-04, Vol.29 (2), p.257-271

2020

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Exploring Differences in Student Learning and Behavior Between Real-life and Virtual Reality Chemistry Laboratories

Journal of science education and technology, 2021-12, Vol.30 (6), p.862-876

2021

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The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

Journal of science education and technology, 2021-06, Vol.30 (3), p.380-393

2021

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Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

Journal of science education and technology, 2020-04, Vol.29 (2), p.303-317

2020

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Applications of Augmented Reality in Informal Science Learning Sites: a Review

Journal of science education and technology, 2018-10, Vol.27 (5), p.433-447

2018

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The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators

International journal of STEM education, 2023-12, Vol.10 (1), p.1-16, Article 1

2023

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Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

Journal of science education and technology, 2016-10, Vol.25 (5), p.747-758

2016

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A Meta-Analysis of Machine Learning-Based Science Assessments: Factors Impacting Machine-Human Score Agreements

Journal of science education and technology, 2021-06, Vol.30 (3), p.361-379

2021

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On the Validity of Machine Learning-based Next Generation Science Assessments: A Validity Inferential Network

Journal of science education and technology, 2021-04, Vol.30 (2), p.298-312

2021

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Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry

Journal of science education and technology, 2019-04, Vol.28 (2), p.152-164

2019

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Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions

Journal of science education and technology, 2019-10, Vol.28 (5), p.508-522

2019

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Authentic STEM research, practices of science, and interest development in an informal science education program

International journal of STEM education, 2021-11, Vol.8 (1), p.1-18, Article 57

2021

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Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking

Journal of science education and technology, 2022-08, Vol.31 (4), p.428-441

2022

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Pop-up Questions Within Educational Videos: Effects on Students’ Learning

Journal of science education and technology, 2020-12, Vol.29 (6), p.713-724

2020

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A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles

Journal of science education and technology, 2021-12, Vol.30 (6), p.841-861

2021

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Epistemic Network Analysis of Students’ Drawings to Investigate Their Conceptions of Science Learning with Technology

Journal of science education and technology, 2023-04, Vol.32 (2), p.267-283

2023

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1 – 25 von 3.456

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Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education

Modeling and Measuring High School Students’ Computational Thinking Practices in Science

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

The role of STEM Education in improving the quality of education: a bibliometric study

Inquiry-based science education in science teacher education: a systematic review

Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study

A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education

Exploring Differences in Student Learning and Behavior Between Real-life and Virtual Reality Chemistry Laboratories

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

Applications of Augmented Reality in Informal Science Learning Sites: a Review

The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators

Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

A Meta-Analysis of Machine Learning-Based Science Assessments: Factors Impacting Machine-Human Score Agreements

On the Validity of Machine Learning-based Next Generation Science Assessments: A Validity Inferential Network

Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry

Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions

Authentic STEM research, practices of science, and interest development in an informal science education program

Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking

Pop-up Questions Within Educational Videos: Effects on Students’ Learning

A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles

Epistemic Network Analysis of Students’ Drawings to Investigate Their Conceptions of Science Learning with Technology

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